West Virginia State Standards for Language Arts: Grade 10

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WV.RLA.S.10.1. Reading: Students will apply reading skills and strategies to inform, to perform a task and to read for literacy experience by identifying and using grade appropriate essential reading components (phonemic awareness, phonics, vocabulary, fluency, comprehension, and written application) and selecting a wide variety of literature and diverse media to develop independence as readers.

RLA.O.10.1.1. Research and analyze historical, cultural, and biographical influences on literary and informational texts.

RLA.O.10.1.2. Compare and contrast literary styles according to genre.

RLA.O.10.1.3. Extend the amount of independent reading with emphasis on fiction and nonfiction.

RLA.O.10.1.4. Apply various pre-reading skills and comprehension strategies for activating prior knowledge and asking questions during reading and post reading for

RLA.O.10.1.4.a. Literary experience

RLA.O.10.1.4.b. Examining textual information

RLA.O.10.1.4.c. Performing an assigned task

RLA.O.10.1.5. Evaluate the author's use of specific information in text (e.g., author's purpose/perspective, main/supporting details, specific facts, statistics, definition, figurative/nonfigurative words).

RLA.O.10.1.6. Create supportable predictions, generalizations, opinions, inferences and conclusions based upon an analysis of textual information.

RLA.O.10.1.7. Interpret and explain the author's choice of literary devices used to construct meaning and define the author's/reader's purpose:

RLA.O.10.1.7.a. Symbolism

RLA.O.10.1.7.b. Imagery

RLA.O.10.1.7.c. Irony

RLA.O.10.1.7.d. Satire

RLA.O.10.1.7.e. Cadence

RLA.O.10.1.7.f. Scansion

RLA.O.10.1.7.g. Flashback

RLA.O.10.1.7.h. Foreshadowing

RLA.O.10.1.7.i. Freytag's pyramid (exposition, rising action, climax, falling action, catastrophe, denouement)

RLA.O.10.1.8. Interpret and explain the relationships of the literary elements (e.g., setting, plot, point of view, theme, conflict, characterization, voice, tone, mood) within specific genres.

RLA.O.10.1.9. Analyze the organizational patterns (e.g. problem-solution, cause-and-effect, textual features including table of contents, headings, sidebars, marginal notes, graphical representations such as tables, timelines, captions, maps, photographs) and ideas in informational and literary texts.

RLA.O.10.1.10. Extend vocabulary by developing and using new terms and phrases found in reading classical literature and informational texts using various strategies:

RLA.O.10.1.10.a. Context clues

RLA.O.10.1.10.b. Affixes

RLA.O.10.1.10.c. Suffixes

RLA.O.10.1.10.d. Multiple meanings

RLA.O.10.1.10.e. Etymologies

RLA.O.10.1.11. Critique persuasive language and techniques as found in literary and informational texts and media.

WV.RLA.S.10.2. Writing: Students will apply reading skills and strategies to inform, to perform a task and to read for literacy experience by identifying and using grade appropriate essential reading components (phonemic awareness, phonics, vocabulary, fluency, comprehension, written application) and selecting a wide variety of literature and diverse media to develop independence as readers.

RLA.O.10.2.1. Define topic from assigned subject/prompt and compose narrative, informative, descriptive and persuasive writings using the five-step writing process (pre-writing, drafting, revising, editing, publishing) for specific audiences by employing writing strategies that are modeled in various types of literature.

RLA.O.10.2.2. Construct a clearly worded and effectively placed thesis statement to develop a composition that addresses the assigned topic.

RLA.O.10.2.3. Evaluate, analyze, and synthesize into one's writing a variety of informational media using primary and secondary sources.

RLA.O.10.2.4. Formulate a working research question and identify, organize and consider the relevance of known information to guide further research.

RLA.O.10.2.5. Plan and incorporate varied note taking skills to organize and synthesize information from print and electronic sources (e.g., Internet research, electronic databases for periodicals and newspapers, print reference materials) into an outline for a composition or research project (introduction, thesis/hypothesis, main points, supporting details/examples, conclusion).

RLA.O.10.2.6. Classify and prioritize different drafting strategies for specific writing tasks to frame a clear, logical progression of ideas in argumentative writing, research writing, literary analysis, and creative and reflective writing.

RLA.O.10.2.7. Summarize, paraphrase, and use direct quotations correctly and effectively in a writing/research project in order to avoid plagiarism; recognize copyright laws and public/private domain.

RLA.O.10.2.8. Incorporate different transitional sentences to signal progression of ideas within and between paragraphs as well as appropriate phrases to signal organizational patterns.

RLA.O.10.2.9. Revise sentences to create specific effects, variety and more precise and concise language:

RLA.O.10.2.9.a. Gerund phrase

RLA.O.10.2.9.b. Participle phrase

RLA.O.10.2.9.c. Infinitive phrase

RLA.O.10.2.9.d. Clauses

RLA.O.10.2.10. Select revision and editing strategies to correct errors in and improve organization, content, usage, mechanics and spelling. In the proofreading process, integrate the use of

RLA.O.10.2.10.a. Dictionary

RLA.O.10.2.10.b. Spell check

RLA.O.10.2.10.c. Thesaurus

RLA.O.10.2.10.d. Style sheet or guide

RLA.O.10.2.11. Develop a research topic, select approaches, write and publish a well-developed research project with documented and cited sources and computer-generated graphics, following a specified format:

RLA.O.10.2.11.a. APA

RLA.O.10.2.11.b. MLA

RLA.O.10.2.11.c. Chicago

WV.RLA.S.10.3. Listening, Speaking and Media Literacy: Students will apply listening, speaking and media literacy skills and strategies to communicate with a variety of audiences and for different purposes.

RLA.O.10.3.1. Plan, research background of topic, and communicate in different settings (e.g. interpersonal, small group, whole group, panel, round table, debate) and for different purposes:

RLA.O.10.3.1.a. Inform

RLA.O.10.3.1.b. Persuade

RLA.O.10.3.1.c. Relate

RLA.O.10.3.1.d. Entertain

RLA.O.10.3.2. Formulate and deliver grammatically correct messages, as well as evaluate and adapt strategies for developing credibility, such as speaking truthfully and creating clear and logical messages (e.g., supporting ideas with evidence and emotional appeals in light of purpose, audience and context).

RLA.O.10.3.3. Model a variety ofroles in various settings to listen actively, understand the intended message, evaluate, enjoy and/or respond to an oral message:

RLA.O.10.3.3.a. Critique oral/visual information

RLA.O.10.3.3.b. Relate experiences in third person

RLA.O.10.3.3.c. Collaborate to achieve a goal

RLA.O.10.3.3.d. Mediate to reach a consensus

RLA.O.10.3.3.e. Deliver an extended extemporaneous speech

RLA.O.10.3.3.f. Participate in a panel/round table discussion

RLA.O.10.3.4. Adapt and use active listening strategies to evaluate the message, formulate a strategy and respond to

RLA.O.10.3.4.a. Intended purpose

RLA.O.10.3.4.b. Make predictions

RLA.O.10.3.4.c. Construct meaning from discussion, speech, or media

RLA.O.10.3.4.d. Critique presentation

RLA.O.10.3.4.e. Understand, evaluate and create media communications.

RLA.O.10.3.4.f. Properly use private and public information.

RLA.O.10.3.4.g. Plan, create, organize, and present an age appropriate media product that demonstrates an understanding of format, purpose, audience, and choice of medium.

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